Tag: ba17-18

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7/2/19 – Kelvingrove Museum

In our last session we spent it at the Kelvingrove Museum in Glasgow to complete a task set by our teacher. The task was to pic a theme or questions e.g. love, death, how does the artist show culture or time frame? Before we were let loose in the museum to find 10 pictures that fit our theme or question we got a chance to speak to one of the employees at the museum who gave us some background about the museum and the other surrounding museums and places we could take the children to let them learn and experience outside the classroom and about the world.

   

Having never been to the museum before it was a great experience for me so I could only imagine what an amazing experience it would be for a children to get to see and adventure round. Anna from the museum gave us a very handy pamphlet which included all the different workshops we could take a class of children to at all the different museums which also show the different curricular links that the workshops link to.

My question I decided to look at was ‘how does the background/setting of the picture help express the mood of the overall picture?’ The 10 pictures I decided to look at were:          

I chose these images because it was clear to see that even the slightest difference in colour or adjustment in the background could have completely changed the mood or expression within the image. For example the picture of the group of people in the snow, this picture could be interpreted as a poor village struggling in the cold and snow however if the artist decided to paint these people in a beautiful spring field it wouldn’t express the same pain, poverty and struggling of the people in the picture.

 

7/2/19 – Concrete Poetry

In this session we moved from music back towards art and the idea of evocative objects. As part of our venture into this we had the task of writing 62 words describing our evocative object, in this lesson we combined those words using different materials to create a piece of art that represents our object.

In my case my object was a snow globe that my mum gave me at Christmas and to start my piece a drew a basic outline of the glove and the teddy in the centre. I then used a soft red pastel and gold/brown pearl dust to colour some of the base of the globe to represent some of the colours. I then wrote in my 62 words into the background of the globe/ around the teddy bear and used clear cellophane to create a shiny glass look using spray adhesive glue to stick it down.

These pictures show how I progressed through the making of my piece of work involving my words and drawing.

Concrete poetry is defined as “poetry in which effects are created by the physical arrangement of words in patterns or forms rather than by the use of traditional language structure”. Using this kind of activity with children would give them the opportunity to explore different ways of expressing themselves through visual elements and their own personal objects and writing. 

Dictionary.com (2019) Concrete Poetry, Available at: https://www.dictionary.com/browse/concrete-poetry (Accessed: 17th February 2019).

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